Embodied Cognition as Grounding for Situatedness and Context in Mathematics Education.

Nunez, Rafael E.; Edwards, Laurie D.; Matos, Joao Filipe

Educational Studies in Mathematics, v39 n1-3 p45-65 1999

Explores why learning and cognition are situated and context-dependent from the perspective of 'Embodied Cognition'. Argues that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural, and contextual factors. Presents a case study after framing some theoretical notions of embodied cognition in the perspective of modern cognitive science. (Contains 48 references.) (Author/ASK)